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Teena Willoughby

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Understanding how children become self-regulated has been a major goal of my research program. In particular, I have explored some of the components of self-regulation, specifically the role of interest, background knowledge, monitoring skills, and basic cognitive resources on sophisticated strategic thinking. Currently, in collaboration with Eileen Wood and Jacqueline Specht, we are exploring how computer programs and activities stimulate self-regulatory activity such as strategic processing. It could be argued that learning with computers offers an opportunity for children to engage in the social exchanges that promote self-regulatory activity. Observations that spontaneous social interaction seems to occur around computers suggests that computer technology may be useful for facilitating social interactions among young children. Studies to explore the impact of computer use on social interaction in computer use and cognitive development are in progress, as well as an examination of age and gender differences in computer use and computer attitudes. This research also has included an investigation of the current status of computer technology in Canadian early childhood education environments, grade schools, and universities. In addition, I am focusing on resilience and lifestyle choices in youth, and the role of academic motivation and goal setting on positive lifestyle choices. An important part of this work is a focus on the different developmental pathways that youth follow from early childhood through to adulthood.

The language and culture of my heritage is passed on to me orally. it's a different way off learning than how I am taught at school. How do I keep my traditional culture alive while learning to read and being immersed in the majority culture?

Reading is the core of learning and staying in school . improving reading skills with young Aboriginal children can open up the doors to future prospects.

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